Atividades didáticas integradas: proposição de aprendizagens com gêneros discursivos em tempos de pandemia
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Data
2021-12-10Autor
ALMEIDA, Paula Andréa Grandal de
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This work was born from the reflections fostered in the classes of the Professional
Master's Degree Program in Letters – PROFLETRAS, and from everyday experiences
with the teaching of the mother tongue. Its objective is to propose a pedagogical practice
for elementary school students, based on activities that integrate orality, reading, writing
and linguistic reflection, based on the study of discursive genres, in favor of the
development of reading and production skills and, consequently, the expansion of
possibilities for individuals' participation in the different social fields in which they
operate. This pedagogical proposal was designed because the current teaching model still
prioritizes, in Portuguese classes, the contents of normative grammar, using the text only
as an anchor for the study of formal contents, denying the protagonism of social contexts
and situations communication realities present in the discursive genres. As a theoretical
basis for this work, scholars of the language Bakhtin (1997, 2011, 2013, 2016), Kleiman
(2007, 2008, 2010, 2016), Rojo (2012, 2013), Antunes (2010,2013,2017) stand out.
Marcuschi (2005) and Moura (2017a, 2017b, 2017c, 2017d, 2019) who, following
Bakhtin's line of research, developed the study of ADIs (Integrated Teaching Activities)
of Orality, Reading, Writing and Linguistic Reflection). The research we propose also
considered a new element in the current scenario of Brazilian education, the COVID-19
pandemic, which constitutes a challenge for teaching-learning by demanding behaviors
and educational tools different from those commonly adopted by schools. The
applicability of the project proved to be fruitful for the teaching-learning of the mother
tongue, through discursive genres, as it contributed to the construction of knowledge
based on the relationship between orality, reading, writing and linguistic reflection, in
communicative situations of real uses of the language.